Global Curricular InnovationsEDUC 232-CURRICULUM

DEVELOPMENT

Presented byLumbres, A.Dela Paz, JTrinidad, JMendoza, E

1.Project CHILD(Computer Helping Instruction and Learning Development)

◦research based instructional

◦hands on learning. ◦Florida State University

The lives of the children today are shaped by the demands of the Information age in which technology plays a central role.

CHILD goals are to:• Modify the school structure and create classroom conditions

• Create a cohesive unit of work

• Reign curriculum for reading, language arts and mathematics

It aims to increase academic performance, develop reasoning abilities, problem solving, decision making and knowledge application, communicating effectively and emphasizes the development of mathematics in early years.

Structure and Procedure of CHILDCHILD focuses on K-5 self-contained teaching using a triangulated approach. Cluster of three experts work across three grade levels to teach three basic formats in technology, hands-on and paper and pencil. The primary level cluster is made up of K to grade 2 and the intermediate cluster is grade 3-5.

 One classroom is set up for reading, one for writing and one for mathematics. Each of the three teachers in each cluster becomes content specialist for one of the three Project CHILD subject areas. He/she is also responsible for one grade level classroom.

• Learners from each grade level in the cluster move among the classrooms to spend one hour per day working in each of the three majors areas. Thus the teachers will work in their specialized field with the same learners for three years.

six “stations” or learning centers in a Project CHILD classroom.• Computer station for the technology-based learning

• Textbook station for written work

• Challenge station for activities in game formats

• The imagination station for creative expression

• Exploration station for hands-on activities

• Teacher station for additional instructional support

Project CHILD Materials

• Station Planning Guidelines- The planning guidelines are organized in six weeks topical units. The contents include suggested software.

• Station activities/ Task cards- A companion of station planning guides, provide ideas for hands on station activities.

•Passport- This is the management tool to help students become organized and focused on their work. It is also used to set and assess the goals of the learners

• Teacher’ Manual- A complete guide to assist teachers in implementing the child instructional program.

• Leadership Guide- It is composed of materials in making presentations to community groups and strategies to involve the school adopting the effective practices in Project CHILD.

• Special Needs Inclusion Guide- A timely resource for both regular and exceptional teachers to support the inclusion of special needs in classroom.

• Training Facilitator Guide- It includes comprehensive trainings, overviews, transparencies and handouts for workshop participations.

All of the above materials are needed for the successful implementation of the curriculum. The teacher receives special year long training in their content especially in classroom management techniques and computer integration skills.

2. Brain-Based Learning

For two thousand years there have been primitive models of how the brain works..

In 1970, the brain theory focused on the right and left brain.

Paul McClean later used the concept of triune brain to refer to the evolution of the human three part brain. According to triune theory,

survival leaving is in the lower brain,

emotions were in the mid-brain,

and higher order thinking took place in the upper brain.

Brain-based learning is an approach to teaching based on research in neuroscience. It suggests that our brain learns naturally. This theory is based on what is currently known about the structure and function of the brain at the varying stages of development. This provides a biologically driven framework for teaching and learning, and helps the recurring learning behaviors.

Core Principles Guiding Brain-Based Education

• The brain perceives whole and parts simultaneously.

• The brain is a parallel processor which can perform activities at once.

• Information is stored in multiple areas of the brain and is retrieved through multiple memory and neutral path ways.

• Learning engages the whole body. All learning is mind-body: movement, food, attention cycles, chemicals modulate learning.

• Humans’ search for meaning is innate. Search for meaning comes from patterning.

• Emotions are critical to patterning and drive our attention, meaning and memory.

• Meaning is more important than information.

• Learning involves focused attention and peripheral perception.

• We have two types of memory: spatial and rote.

• The brain is social. It develops better in concert with other brains.

• Complex learning is enhanced by challenge and inhibited by stress.

• Every brain is uniquely organized.

• Learning is developmental.

Orchestrated Immersion

Learning environments are created to provide authentic

learning experiences.

ex. school’s mini forest

From the principles regarding the brain-based theory several

Interactive teaching elements emerged.

Relaxed Alertness

In brain-based learning, efforts are made to eliminate fear while

maintaining a highly challenging environment.

-play classical music to set a relaxed tone in the classroom

Active Processing

The learners consolidate and internalize information by actually processing these information.

-Preparatory activity

Brain-based learning is anchored Twelve principles that will enhance learning.

• Rich stimulating environments

• Tables and desks

• Linked in indoor and outdoor

• Variety of learning centers

• Displays change regularly

• Provide multiple resource

These

Include:

◦ ◦ Thank You!

Global Curricular Innovations

EDUC 232-CURRICULUM DEVELOPMENT

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